evaluation

Evaluation

Most evaluations of webquests are in rubric format. The following rubric is meant to help teachers self-assess their own progress in Literacy with Information and Communication Technology across the Curriculum (LwICT).

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	Beginning	Developing	Accomplished	Exemplary
Observing student behaviour related to LwICT	I am starting to notice how my students naturally use ICT to help them research information or create products even without my specific request to use ICT.	I am starting to focus my observations of students’ LwICT, and I am targeting specific points to observe in the inquiry process throughout the year.	My students and I track their progress in their LwICT journey by maintaining and reflecting on their individual student profiles of LwICT.	I confer with my students’ other, previous, or future teachers about how I have observed them demonstrate critical and creative thinking with ICT. I review profiles from previous years.
Communicating with my students and their parents about their progress along their LwICT journey	I make a point of talking with my students when I see them making either appropriate or inappropriate use of ICT.	I talk about each student’s LwICT during the parent teacher conferences, by explaining how the student uses ICT in various curricular areas.	I report to parents within each student’s report card at least once annually and discuss LwICT at parent conferences. I encourage my students to set goals and monitor their progress in LwICT.	I release responsibility to my students for their learning and encourage their involvement in posing authentic inquiry questions.
Collecting evidence of my student’s LwICT	My students and I put print copies into their portfolio, of products created with the help of ICT	My students save electronic copies of some of their work and show this evidence of their LwICT to their parents at parent-teacher-student conferences.	My students save their electronic work in an electronic portfolio created using a multimedia presentation.	My students use an electronic process portfolio such as ePearl to set goals, build criteria, provide descriptive feedback and reflect on evidence of their learning.
Planning for LwICT to extend and deepen learning	During a learning experience it may occur to me and my students that we could use ICT to accomplish our task.	I deliberately set up points in my students’ learning where they have the choice to accomplish a task with or without ICT, and to choose tools that are developmentally appropriate.	I am strategically planning learning experiences that allow my students opportunities to develop and demonstrate their LwICT. I involve my students by considering their suggestions.	My students and I habitually consider how and when ICT can add value to their learning and choose the best time and the best ICT alternatives to extend their learning.